Action (learning by doing and experiencing) is a key component in constructivist models of education, including the kind of teaching and learning common to all IB programmes. Service, as a subset of action, has always been a shared value of the IB community. IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

As students become more aware and acquire a better understanding of the context, and of their responsibilities, they become empowered to make choices about how to take thoughtful and positive action. Actions will differ from student to student and from context to context. The action may involve students in:

• feeling empathy towards others
• making small-scale changes to their behaviour
• undertaking larger and more significant projects
• acting on their own
• acting collaboratively
• taking physical action
• suggesting modifications to an existing system to the benefit of all involved
• lobbying people in more influential positions to act.

Service requires that students are able to build authentic connections between what they learn in the classroom and what they encounter in the community. Teachers can engage students in applying subject matter to developing plans and partnerships to meet real identified needs using a service learning model. Guided or classroom learning that leads to action addressing an authentic community need is most meaningful when it allows the student to take initiatives that incorporate their interests, skills and talents. When the service experience has meaning and purpose for all involved, participating in reflection is also rewarding. By reflecting on their service experience, students may gain a greater awareness of the community and world they live in, and their role and responsibility in improving the lives of themselves and others.

MYP learning outcomes for service

With appropriate guidance and support, MYP students should, through their engagement with service as action:

• Become more aware of their own strengths and areas for further growth
• Undertake challenges that develop new skills
• Discuss, evaluate and plan student-initiated activities
• Persevere in action
• Work collaboratively with others
• Develop international-mindedness through global engagement, multilingualism and intercultural understanding
• Consider the ethical implications of their actions.

These learning outcomes identify the substance of students’ self-reflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their participation in service, students can become more confident, self-regulated learners.